Office of Special Education and Rehabilitative Services; Overview Information; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Technical Assistance Center on Evidence-Based Practices To Improve Early Literacy and Language Development of Young Children With Disabilities; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2006, 1738-1744 [E6-163]
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Federal Register / Vol. 71, No. 7 / Wednesday, January 11, 2006 / Notices
Affected Public: Business or Other
for-Profit.
Annual Burden Hours: 8,250.
Number of Respondents: 11,000.
Responses Per Respondent: 1.
Average Burden Per Response: 45
minutes.
Frequency: Annually.
SUPPLEMENTARY INFORMATION: The
applications are available to high school
students. Once the applications for U.S.
Army ROTC 4-Year College Scholarship
Program are completed, they are
submitted to Headquarters, Cadet
Command for review, screening and
selection of scholarship recipients. The
application and information provides
the basis for the scholarship award.
Dated: January 3, 2006.
Patricia L. Toppings,
Alternate OSD Federal Register Liaison
Officer, Department of Defense.
[FR Doc. 06–220 Filed 1–10–06; 8:45 am]
BILLING CODE 5001–06–M
DEPARTMENT OF DEFENSE
Department of the Army
Proposed Collection; Comment
Request
Office of the Administrative
Assistant to the Secretary of the Army,
(OAA–RPA), DoD.
ACTION: Notice.
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AGENCY:
In compliance with Section
3506(c)(2)(A) of the Paperwork
Reduction Act of 1995, the Department
of the Army announces a proposed
public information collection and seeks
public comment on the provisions
thereof. Comments are invited on: (a)
Whether the proposed collection of
information is necessary for the proper
performance of the functions of the
agency, including whether the
information shall have practical utility;
(b) the accuracy of the agency’s estimate
of the burden of the proposed
information collection; (c) ways to
enhance the quality, utility, and clarity
of the information to be collected; and
(d) ways to minimize the burden of the
information collection on respondents,
including through the use of the
automated collection techniques or
other forms of information technology.
DATES: Consideration will be given to all
comments received by March 13, 2006.
ADDRESSES: Written comments and
recommendations on the proposed
information collection should be sent to
Department of the Army, Office of the
Assistant G–1 (Civilian Personnel
Evaluation Agency), ATTN: DAPE–CP–
EA (Murray Mack), 2461 Eisenhower
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Avenue, Hoffman I, Room 1150,
Alexandria, VA 22332–0300.
Consideration will be given to all
comments received within 60 days of
the date of publication of this notice.
To
request more information on this
proposed information collection or to
obtain a copy of the proposal and
associated collection instruments,
please write to the above address, or call
Department of the Army Reports
clearance officer at (701) 428–6440.
Title and OMB Number: Evaluation of
Reasons for Non-Acceptance of
Department of Army Civilian Job Offers,
OMB Control Number 0702–0118.
Needs and Uses: Applicants for
Department of the Army civilian jobs
will be surveyed to assess reasons why
they declined Army job offers. The
purpose of the survey is to provide a
better understanding and determine
which factors influenced job candidate
to decline a position with the
Department of the Army so that these
factors may be addressed and
subsequently lead to a better work force.
Affected Public: Individuals or
households.
Annual Burden hours: 292.
Number of Respondents: 2,500.
Responses Per Respondent: 1.
Average Burden Per Response: 7
minutes.
Frequency: Semi-annually.
FOR FURTHER INFORMATION CONTACT:
This
information collection will provide a
deeper understanding of the problems
the Army faces in recruiting talented
and qualified employees. The
Department of the Army has a special
interest in maintaining a qualified work
force in that our national security rests
on a foundation of good, capable,
knowledgeable people working for the
Department of the Army.
SUPPLEMENTARY INFORMATION:
Dated: January 3, 2006.
Patricia L. Toppings,
Alternate OSD Federal Register Liaison
Officer, Department of Defense.
[FR Doc. 06–221 Filed 1–10–06; 8:45 am]
BILLING CODE 5001–06–M
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DEPARTMENT OF EDUCATION
Office of Special Education and
Rehabilitative Services; Overview
Information; Technical Assistance and
Dissemination To Improve Services
and Results for Children With
Disabilities—Technical Assistance
Center on Evidence-Based Practices
To Improve Early Literacy and
Language Development of Young
Children With Disabilities; Notice
Inviting Applications for New Awards
for Fiscal Year (FY) 2006
Catalog of Federal Domestic
Assistance (CFDA) Number: 84.326B.
Dates: Applications Available:
January 13, 2006.
Deadline for Transmittal of
Applications: February 27, 2006.
Deadline for Intergovernmental
Review: May 31, 2006.
Eligible Applicants: State educational
agencies (SEAs), local educational
agencies (LEAs), public charter schools
that are LEAs under State law,
institutions of higher education (IHEs),
other public agencies, private nonprofit
organizations, outlying areas, freely
associated States, Indian tribes or tribal
organizations, and for-profit
organizations.
Estimated Available Funds: The
Administration has requested
$49,397,000 for the Technical
Assistance and Dissemination to
Improve Services and Results for
Children with Disabilities program for
FY 2006, of which we intend to use an
estimated $800,000 for the Technical
Assistance Center on Evidence-Based
Practices to Improve Early Literacy and
Language Development of Young
Children with Disabilities competition.
The actual level of funding, if any,
depends on final congressional action.
However, we are inviting applications to
allow enough time to complete the grant
process if Congress appropriates funds
for this program.
Maximum Award: We will reject any
application that proposes a budget
exceeding $800,000 for a single budget
period of 12 months. The Assistant
Secretary for Special Education and
Rehabilitative Services may change the
maximum amount through a notice
published in the Federal Register.
Number of Awards: 1.
Note: The Department is not bound by any
estimates in this notice.
Project Period: Up to 60 months.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: This program
promotes academic achievement and
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improves results for children with
disabilities by supporting technical
assistance, model demonstration
projects, dissemination of useful
information, and implementation
activities that are supported by
scientifically based research.
Priority: In accordance with 34 CFR
75.105(b)(2)(v), this priority is from
allowable activities specified in the
statute (see sections 663 and 681(d) of
the Individuals with Disabilities
Education Act (IDEA)).
Absolute Priority: For FY 2005 this
priority is an absolute priority. Under 34
CFR 75.105(c)(3), we consider only
applications that meet this priority.
This priority is:
Technical Assistance Center on
Evidence-Based Practices To Improve
Early Literacy and Language
Development of Young Children With
Disabilities
Background: The process of
developing literacy skills begins in the
early childhood years. A growing body
of evidence shows that early literacy
skills, such as phonological processing,
print awareness, and oral language are
the foundations to later reading success.
The recognition of the early childhood
years as a critical period in developing
the skills needed for later school success
has been well documented in research
literature. Several recent Federal
initiatives, including the Early Reading
First grants, the Good Start Grow Smart
initiative, and the White House Summit
on Early Childhood Cognitive
Development in 2001, have highlighted
the need for evidence-based practices
that promote and support the
development of school readiness skills,
including early literacy.
In an effort to develop this research
base, Federal resources have been
directed to examine the impact different
curricula, interventions, and programs
have on young children’s readiness
skills, including early literacy and
language skills (e.g., Preschool
Curriculum Evaluation Research, Head
Start Impact Study, Interagency School
Readiness Consortium, and Evaluation
of Early Reading First Grants). Current
efforts are also underway to synthesize
and disseminate this knowledge base
(e.g., What Works Clearinghouse review
of early childhood education, National
Early Literacy Panel research synthesis,
Child Care and Early Education
Research Connections, and Research
and Training Center in Early Childhood
Development). The ultimate challenge
in promoting the development of early
literacy and language skills in young
children is ensuring the various early
care and education providers and
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families have access to and can utilize
the most up-to-date research and
information.
One group of children particularly atrisk for experiencing later reading
difficulties is young children with
developmental delays or diagnosed
disabilities. Traditionally, early
intervention and early childhood
special education providers have
focused on developmental and
functional goals and have not
necessarily addressed early literacy
skills. The growing evidence base on the
relationship between early literacy and
later reading skills highlights the
importance of working on early literacy
for young children with developmental
delays or diagnosed disabilities. Early
literacy skills should be targeted with
the recognition of the integrated nature
of young children’s development,
within the context of broader early
learning and development.
In an effort to encourage the focus on
readiness skills for young children
receiving services under IDEA, the
Office of Special Education Programs
(OSEP) developed child outcome
indicators for programs under Part C
and Part B that States must report on
annually in the State Performance Plan
(SPP) and Annual Performance Report
(APR) required under section 616 of
IDEA. These indicators include a focus
on early literacy and language
development. Specialized technical
assistance will be needed to ensure
early intervention and early childhood
special education and related service
providers are equipped with evidencebased interventions and practices that
promote the development of early
literacy and language skills in young
children with disabilities.
Priority: The Technical Assistance
Center on Evidence-Based Practice to
Improve Early Literacy and Language
Development of Young Children with
Disabilities (the Center) is designed to
build on the existing database of
evidence-based and promising
intervention practices and to identify,
disseminate, and assist in the
implementation of the most successful
practices available that improve the
early literacy and language outcomes of
young children with disabilities. For
purposes of this priority, young children
with disabilities mean children from
birth through age five with
developmental delays and diagnosed
disabilities. The Center must provide
the conceptual framework and research
base for intervention practices and a
cohesive decision-making model related
to implementing those practices. In
carrying out its activities, the Center
must take into consideration the
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availability of professionals who can
coordinate and deliver an effective and
practical approach to technical
assistance (TA) that providers and
programs can adopt, TA efforts that
support and enhance the use of
evidence-based practices, and TA efforts
that support Federal provisions for
delivery of services to infants, toddlers,
and preschool children with disabilities
under Part C and Part B of IDEA.
The Center’s knowledge and
development activities must include but
are not limited to:
(a) Developing a conceptual
framework for the work of the Center
that includes an evidence base for
intervention practices that have been
shown to improve early literacy and
language outcomes in the context of
broader early learning and development,
and a cohesive decision-making model
related to implementing those practices.
(b) Developing a national TA network
comprised of a cadre of experts to
provide TA to States in early language
and literacy development for young
children with disabilities. In their
applications, applicants must describe
the network and identify the cadre of
experts.
(c) In year 1 of the project period,
conducting or identifying research
syntheses on interventions that have
been shown to improve the early
literacy and language outcomes for
young children with disabilities, and
increase the likelihood that they will
enter school ready to succeed and
participate in classrooms with their
typically developing peers. To the
extent possible, the Center should use
criteria from the What Works
Clearinghouse and other rigorous
sources in determining what is
‘‘evidenced-based’’. The research
syntheses conducted or identified must
at a minimum include research
synthesis on:
(1) Developmentally appropriate
interventions for young children with
disabilities that target the critical
components of early literacy, such as
phonological processing, print
awareness, oral language, and the
motivational aspects of early literacy.
(2) Curricula with a research base for
young children that include a focus on
early literacy and language and how
these curricula can be successfully
modified, adapted, or individualized for
young children with disabilities. These
curricula could primarily target early
literacy and language or be part of an
integrated approach focused on the
development of language, early literacy
and other pre-academic skills, social
behavior, and social-emotional
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competence necessary for later
academic learning and achievement.
(3) The delivery of evidence-based
interventions and curricula targeting
early literacy and language in a variety
of inclusive and natural early childhood
environments.
(4) The delivery of family-focused
interventions targeting early literacy and
language for children receiving services
under Part C of IDEA.
(5) Empirically-based assessment
practices, including the use of valid and
reliable curriculum-based assessments
and measures (CBA/CBM) for improving
early literacy and language, monitoring
individual growth and progress, databased decisionmaking, aggregating
individual child data to evaluate
program efforts, and coordinating
assessments with State early learning or
school readiness standards targeting
early literacy and language.
(6) TA strategies that lead to
knowledge utilization, sustainable
changes in practice, and improved
outcomes.
The Center’s TA and dissemination
activities must include but are not
limited to:
(a) Providing general TA and
information on evidence-based
interventions and practices that promote
the development of early literacy and
language skills for young children with
disabilities to all interested States and
other stakeholders. This general TA
must reflect the on-going work of the
Center by providing up-to-date
information on practices that enhance
early literacy and language development
of young children with disabilities
through a variety of TA and
dissemination activities (e.g., Web site;
listserv; presentations at national,
regional, or State conferences;
conducting national training institutes,
etc.). The Center’s training and support
must develop the capacity of service
providers to use high quality, evidencebased interventions and practices in the
various settings where young children
with disabilities are served including
home, typical early childhood settings,
and early intervention/early childhood
special education settings. For children
receiving services under Part C of IDEA
the focus must be on family-focused
interventions.
(b) In years 1 and 2 of the project
period, identifying and/or developing
and evaluating models that successfully
implement evidence-based or promising
practices and interventions that promote
the development of early literacy and
language in young children with
disabilities in a minimum of five local
communities. Models must be identified
or developed for providers and
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programs serving young children with
disabilities receiving services under Part
C and Part B of IDEA. Models developed
or identified must include sites where
providers and programs serve young
children with disabilities in a variety of
settings and sites in various types of
communities (rural, urban, suburban,
etc.) serving diverse groups of children.
Models must include the creation and
implementation of professional
development plans that enhance early
childhood professionals’
implementation of evidence-based and
high quality interventions and practices.
Professional development plans must
include early intervention and early
childhood special education providers
and may include other early care and
education providers serving young
children with disabilities, such as
providers in Head Start/Early Head
Start, child care, Title I-funded schoolbased preschool, and State funded preK programs. The Center should be
attentive to factors that facilitate fidelity
of implementation and are necessary to
sustain the model.
(c) In years 3, 4, and 5 of the project
period, facilitating the development of
State-wide or regional TA networks
specifically focused on increasing the
use of evidence-based practices that
improve the early literacy and language
outcomes of young children with
disabilities by scaling-up evidencebased models and practices. These TA
networks must include building a
system for training and supporting
State-funded or program-funded
‘‘coaches’’ who provide TA to regional,
State, and local early intervention and
early childhood special education
programs and providers and other early
childhood professionals serving young
children with disabilities (such as Head
Start/Early Head Start, child care, Title
I-funded school-based preschool, and
State-funded pre-K programs). These TA
networks also must include State and
local early childhood program
administrators (Part C and Part B,
Section 619 coordinators, child care
administrators, Head Start
administrators, Pre-K administrators),
families, early childhood professional
development experts (including
community colleges and other IHEs),
researchers, early childhood TA experts,
and others. The Center must allocate
sufficient resources and time to develop
strong TA networks and must give
priority to working with States most in
need. Applicants must describe in their
applications the process and criteria for
choosing the States with whom they
will work and should consider child
outcome data reported on State APRs.
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This selection process must involve
consultation with OSEP.
(d) Developing and implementing a
plan for involving and communicating
with families in the work of the Center.
This plan must be developed in
collaboration with OSEP-funded parent
programs, including representatives
from both the Parent Training and
Information Centers and the Community
Parent Resource Centers funded by the
Department under sections 671 and 672
of IDEA, and must include strategies to
ensure involvement and communication
with diverse and hard-to-reach families.
The Center also must—
(a) Coordinate the Center’s and the TA
networks’ activities with existing and
future IDEA-funded early intervention
and early childhood special education
TA and research centers. The Center
must build on the work of other
successful federally funded early
childhood projects where applicable.
The Center must coordinate activities
with the National Early Childhood
Technical Assistance Center (NECTAC),
the Regional Resource Centers (RRCs),
and the Early Childhood Outcomes
(ECO) Center, and build on the work of
the Research and Training Center in
Early Childhood Development;
(b) Coordinate the Center’s and the
TA networks’ activities with other
national, regional, State, and local early
childhood training and TA efforts,
including but not limited to such efforts
targeting Head Start/Early Head Start,
child care, Title I school-based
preschool programs, and State-funded
pre-K programs;
(c) Establish, maintain, and meet at
least annually with a national advisory
group that includes families, early
intervention and early childhood
special education providers, early
literacy experts, national early
childhood organizations, and
community members involved with
young children with disabilities. The
national advisory group will be
responsible for providing annual
feedback on the plans, activities, and
accomplishments of the Center;
(d) Evaluate the Center’s and TA
networks’ activities. The Center must
measure the impact of TA activities on
early childhood professionals and
families. Specifically, the Center must
document what practitioners and
families learn and how TA affected their
interactions with young children with
disabilities;
(e) Maintain a Web site that is
available to early childhood
professionals and families and includes
all TA materials prepared by the Center
in a format that meets a government or
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industry-recognized standard for
accessibility; and
(f) Maintain on-going communication
with the OSEP project officer, including
monthly conference calls. Budget for a
three-day Project Directors’ meeting in
Washington, DC during each year of the
project plus additional two-day trips
annually to Washington, DC to attend
additional national meetings and to
meet and collaborate with the OSEP
Project Officer and other funded
projects for purposes of cross-project
collaboration and information exchange.
Fourth and Fifth Years of the Project:
In deciding whether to continue funding
the Center for the fourth and fifth years,
the Secretary will consider the
requirements of 34 CFR 75.253(a), and
in addition—
(a) The recommendation of a review
team consisting of experts selected by
the Secretary, which review will be
conducted during the last half of the
project’s second year in Washington,
DC. Projects must budget for travel
expenses associated with this one-day
intensive review;
(b) The timeliness and effectiveness
with which all requirements of the
negotiated cooperative agreement have
been or are being met by the Center; and
(c) The degree to which the project
promotes best practices in the area of
services to young children with
disabilities.
Waiver of Proposed Rulemaking:
Under the Administrative Procedure Act
(APA) (5 U.S.C. 553), the Department
generally offers interested parties the
opportunity to comment on a proposed
priority. However, section 681(d) of
IDEA makes the public comment
requirements under the APA
inapplicable to the priority in this
notice.
Program Authority: 20 U.S.C. 1463 and
1481(d).
Applicable Regulations: The
Education Department General
Administrative Regulations (EDGAR) in
34 CFR parts 74, 75, 77, 79, 80, 81, 82,
84, 85, 86, 97, 98, and 99.
Note: The regulations in 34 CFR part 79
apply to all applicants except federally
recognized Indian tribes.
Note: The regulations in 34 CFR part 86
apply to IHEs only.
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II. Award Information
Type of Award: Cooperative
agreement.
Estimated Available Funds: The
Administration has requested
$49,397,000 for the Technical
Assistance and Dissemination to
Improve Services and Results for
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Children with Disabilities program for
FY 2006, of which we intend to use an
estimated $800,000 for the Technical
Assistance Center on Evidence-Based
Practices to Improve Early Literacy and
Language Development of Young
Children with Disabilities competition.
The actual level of funding, if any,
depends on final congressional action.
However, we are inviting applications to
allow enough time to complete the grant
process if Congress appropriates funds
for this program.
Maximum Award: We will reject any
application that proposes a budget
exceeding $800,000 for a single budget
period of 12 months. The Assistant
Secretary for Special Education and
Rehabilitative Services may change the
maximum amount through a notice
published in the Federal Register.
Number of Awards: 1.
Note: The Department is not bound by any
estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs, LEAs,
public charter schools that are LEAs
under State law, IHEs, other public
agencies, private nonprofit
organizations, outlying areas, freely
associated States, Indian tribes or tribal
organizations, and for-profit
organizations.
2. Cost Sharing or Matching: This
competition does not involve cost
sharing or matching.
3. Other: General Requirements—(a)
The projects funded under this
competition must make positive efforts
to employ and advance in employment
qualified individuals with disabilities
(see section 606 of IDEA).
(b) Applicants and grant recipients
funded under this competition must
involve individuals with disabilities or
parents of individuals with disabilities
ages birth through 26 in planning,
implementing, and evaluating the
projects (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission
Information
1. Address to Request Application
Package: Education Publications Center
(ED Pubs), P.O. Box 1398, Jessup, MD
20794–1398. Telephone (toll free): 1–
877–433–7827. FAX: (301) 470–1244. If
you use a telecommunications device
for the deaf (TDD), you may call (toll
free): 1–877–576–7734.
You may also contact ED Pubs at its
Web site: https://www.ed.gov/pubs/
edpubs.html or you may contact ED
Pubs at its e-mail address:
edpubs@inet.ed.gov.
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If you request an application from ED
Pubs, be sure to identify this
competition as follows: CFDA Number
84.326B.
Individuals with disabilities may
obtain a copy of the application package
in an alternative format (e.g., Braille,
large print, audiotape, or computer
diskette) by contacting the Grants and
Contracts Services Team listed under
For Further Information Contact in
section VII of this notice.
2. Content and Form of Application
Submission: Requirements concerning
the content of an application, together
with the forms you must submit, are in
the application package for this
competition. Page Limit: The
application narrative (Part III of the
application) is where you, the applicant,
address the selection criteria that
reviewers use to evaluate your
application. You must limit Part III to
the equivalent of no more than 70 pages,
using the following standards:
• A ‘‘page’’ is 8.5″ x 11″, on one side
only, with 1″ margins at the top, bottom,
and both sides.
• Double space (no more than three
lines per vertical inch) all text in the
application narrative, including titles,
headings, footnotes, quotations,
references, and captions, as well as all
text in charts, tables, figures, and
graphs.
• Use a font that is either 12 point or
larger or no smaller than 10 pitch
(characters per inch).
The page limit does not apply to Part
I, the cover sheet; Part II, the budget
section, including the narrative budget
justification; Part IV, the assurances and
certifications; the one-page abstract, the
resumes, the bibliography, the
references, or the letters of support.
However, you must include all of the
application narrative in Part III.
We will reject your application if—
• You apply these standards and
exceed the page limit; or
• You apply other standards and
exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: January 13,
2006.
Deadline for Transmittal of
Applications: February 27, 2006.
Applications for grants under this
competition may be submitted
electronically using the Grants.gov
Apply site (Grants.gov), or in paper
format by mail or hand delivery. For
information (including dates and times)
about how to submit your application
electronically, or by mail or hand
delivery, please refer to section IV. 6.
Other Submission Requirements in this
notice.
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We do not consider an application
that does not comply with the deadline
requirements.
Deadline for Intergovernmental
Review: May 31, 2006.
4. Intergovernmental Review: This
program is subject to Executive Order
12372 and the regulations in 34 CFR
part 79. Information about
Intergovernmental Review of Federal
Programs under Executive Order 12372
is in the application package for this
competition.
5. Funding Restrictions: We reference
regulations outlining funding
restrictions in the Applicable
Regulations section of this notice.
6. Other Submission Requirements:
Applications for grants under this
competition may be submitted
electronically or in paper format by mail
or hand delivery.
a. Electronic Submission of
Applications. We have been accepting
applications electronically through the
Department’s e-Application system
since FY 2000. In order to expand on
those efforts and comply with the
President’s Management Agenda, we are
continuing to participate as a partner in
the new government wide Grants.gov
Apply site in FY 2006. The Technical
Assistance Center on Evidence-Based
Practices to Improve Early Literacy and
Language Development of Young
Children with Disabilities-CFDA
Number 84.326B is one of the
competitions included in this project.
We request your participation in
Grants.gov.
If you choose to submit your
application electronically, you must use
the Grants.gov Apply site at https://
www.Grants.gov. Through this site, you
will be able to download a copy of the
application package, complete it offline,
and then upload and submit your
application. You may not e-mail an
electronic copy of a grant application to
us.
You may access the electronic grant
application for The Technical
Assistance Center on Evidence-Based
Practices to Improve Early Literacy and
Language Development of Young
Children with Disabilities at: https://
www.grants.gov. You must search for
the downloadable application package
for this program by the CFDA number.
Do not include the CFDA number’s
alpha suffix in your search.
Please note the following:
• Your participation in Grants.gov is
voluntary.
• When you enter the Grants.gov site,
you will find information about
submitting an application electronically
through the site, as well as the hours of
operation.
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14:20 Jan 10, 2006
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• Applications received by Grants.gov
are time and date stamped. Your
application must be fully uploaded and
submitted, and must be date/time
stamped by the Grants.gov system no
later than 4:30 p.m., Washington, DC
time, on the application deadline date.
Except as otherwise noted in this
section, we will not consider your
application if it is date/time stamped by
the Grants.gov system later than 4:30
p.m., Washington, DC time, on the
application deadline date. When we
retrieve your application from
Grants.gov, we will notify you if we are
rejecting your application because it
was date/time stamped by the
Grants.gov system after 4:30 p.m.,
Washington, DC time, on the
application deadline date.
• The amount of time it can take to
upload an application will vary
depending on a variety of factors
including the size of the application and
the speed of your Internet connection.
Therefore, we strongly recommend that
you do not wait until the application
deadline date to begin the application
process through Grants.gov.
• You should review and follow the
Education Submission Procedures for
submitting an application through
Grants.gov that are included in the
application package for this competition
to ensure that you submit your
application in a timely manner to the
Grants.gov system. You can also find the
Education Submission Procedures
pertaining to Grants.gov at https://eGrants.ed.gov/help/
GrantsgovSubmissionProcedures.pdf.
• To submit your application via
Grants.gov, you must complete all of the
steps in the Grants.gov registration
process (see https://www.Grants.gov/
GetStarted). These steps include (1)
registering your organization, (2)
registering yourself as an Authorized
Organization Representative (AOR), and
(3) getting authorized as an AOR by
your organization. Details on these steps
are outlined in the Grants.gov 3-Step
Registration Guide (see https://
www.grants.gov/assets/
GrantsgovCoBrandBrochure8X11.pdf).
You also must provide on your
application the same D–U–N–S Number
used with this registration. Please note
that the registration process may take
five or more business days to complete,
and you must have completed all
registration steps to allow you to
successfully submit an application via
Grants.gov.
• You will not receive additional
point value because you submit your
application in electronic format, nor
will we penalize you if you submit your
application in paper format.
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• You may submit all documents
electronically, including all information
typically included on the Application
for Federal Education Assistance (ED
424), Budget Information—NonConstruction Programs (ED 524), and all
necessary assurances and certifications.
If you choose to submit your application
electronically, you must attach any
narrative sections of your application as
files in a .DOC (document), .RTF (rich
text), or .PDF (Portable Document)
format. If you upload a file type other
than the three file types specified above
or submit a password protected file, we
will not review that material.
• Your electronic application must
comply with any page limit
requirements described in this notice.
• After you electronically submit
your application, you will receive an
automatic acknowledgment from
Grants.gov that contains a Grants.gov
tracking number. The Department will
retrieve your application from
Grants.gov and send you a second
confirmation by e-mail that will include
a PR/Award number (an ED-specified
identifying number unique to your
application).
• We may request that you provide us
original signatures on forms at a later
date.
Application Deadline Date Extension in
Case of System Unavailability
If you are prevented from
electronically submitting your
application on the application deadline
date because of technical problems with
the Grants.gov system, we will grant you
an extension until 4:30 p.m.,
Washington, DC time, the following
business day to enable you to transmit
your application electronically, or by
hand delivery. You also may mail your
application by following the mailing
instructions as described elsewhere in
this notice. If you submit an application
after 4:30 p.m., Washington, DC time, on
the deadline date, please contact the
person listed elsewhere in this notice
under For Further Information Contact,
and provide an explanation of the
technical problem you experienced with
Grants.gov, along with the Grants.gov
Support Desk Case Number (if
available). We will accept your
application if we can confirm that a
technical problem occurred with the
Grants.gov system and that that problem
affected your ability to submit your
application by 4:30 p.m., Washington,
DC time, on the application deadline
date. The Department will contact you
after a determination is made on
whether your application will be
accepted.
E:\FR\FM\11JAN1.SGM
11JAN1
Federal Register / Vol. 71, No. 7 / Wednesday, January 11, 2006 / Notices
Note: Extensions referred to in this section
apply only to the unavailability of or
technical problems with the Grants.gov
system. We will not grant you an extension
if you failed to fully register to submit your
application to Grants.gov before the deadline
date and time or if the technical problem you
experienced is unrelated to the Grants.gov
system.
(CFDA Number 84.326B), 550 12th
Street, SW., Room 7041, Potomac Center
Plaza, Washington, DC 20202–4260.
The Application Control Center
accepts hand deliveries daily between 8
a.m. and 4:30 p.m., Washington, DC
time, except Saturdays, Sundays and
Federal holidays.
b. Submission of Paper Applications
by Mail. If you submit your application
in paper format by mail (through the
U.S. Postal Service or a commercial
carrier), you must mail the original and
two copies of your application, on or
before the application deadline date, to
the Department at the applicable
following address:
By mail through the U.S. Postal
Service: U.S. Department of Education,
Application Control Center, Attention:
(CFDA Number 84.326B), 400 Maryland
Avenue, SW., Washington, DC 20202–
4260;
or
By mail through a commercial carrier:
U.S. Department of Education,
Application Control Center—Stop 4260,
Attention: (CFDA Number 84.326B),
7100 Old Landover Road, Landover, MD
20785–1506.
Regardless of which address you use,
you must show proof of mailing
consisting of one of the following:
(1) A legibly dated U.S. Postal Service
postmark,
(2) A legible mail receipt with the
date of mailing stamped by the U.S.
Postal Service,
(3) A dated shipping label, invoice, or
receipt from a commercial carrier, or
(4) Any other proof of mailing
acceptable to the Secretary of the U.S.
Department of Education.
If you mail your application through
the U.S. Postal Service, we do not
accept either of the following as proof
of mailing:
(1) A private metered postmark, or
(2) A mail receipt that is not dated by
the U.S. Postal Service.
If your application is postmarked after
the application deadline date, we will
not consider your application.
Note for Mail or Hand Delivery of Paper
Applications: If you mail or hand deliver
your application to the Department:
(1) You must indicate on the envelope
and—if not provided by the Department—in
Item 4 of ED 424 the CFDA number—and
suffix letter, if any—of the competition under
which you are submitting your application.
(2) The Application Control Center will
mail a grant application receipt
acknowledgment to you. If you do not receive
the grant application receipt
acknowledgment within 15 business days
from the application deadline date, you
should call the U.S. Department of Education
Application Control Center at (202) 245–
6288.
rmajette on PROD1PC71 with NOTICES
Note: The U.S. Postal Service does not
uniformly provide a dated postmark. Before
relying on this method, you should check
with your local post office.
c. Submission of Paper Applications
by Hand Delivery. If you submit your
application in paper format by hand
delivery, you (or a courier service) must
deliver the original and two copies of
your application by hand, on or before
the application deadline date, to the
Department at the following address:
U.S. Department of Education,
Application Control Center, Attention:
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14:20 Jan 10, 2006
Jkt 208001
V. Application Review Information
Selection Criteria: The selection
criteria for this competition are from 34
CFR 75.210 and are listed in the
application package.
VI. Award Administration Information
1. Award Notices: If your application
is successful, we notify your U.S.
Representative and U.S. Senators and
send you a Grant Award Notification
(GAN). We may also notify you
informally.
If your application is not evaluated or
not selected for funding, we notify you.
2. Administrative and National Policy
Requirements: We identify
administrative and national policy
requirements in the application package
and reference these and other
requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining
the terms and conditions of an award in
the Applicable Regulations section of
this notice and include these and other
specific conditions in the GAN. The
GAN also incorporates your approved
application as part of your binding
commitments under the grant.
3. Reporting: At the end of your
project period, you must submit a final
performance report, including financial
information, as directed by the
Secretary. If you receive a multi-year
award, you must submit an annual
performance report that provides the
most current performance and financial
expenditure information as specified by
the Secretary in 34 CFR 75.118.
4. Performance Measures: Under the
Government Performance and Results
Act (GPRA), the Department has
developed measures that will yield
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1743
information on various aspects of the
Technical Assistance and Dissemination
to Improve Services and Results for
Children with Disabilities program.
These measures focus on: the extent to
which projects provide high quality
products and services, the relevance of
project products and services to
educational and early intervention
policy and practice, and the use of
products and services to improve
educational and early intervention
policy and practice.
We will notify grantees if they will be
required to provide any information
related to these measures.
Grantees will also be required to
report information on their projects’
performance in annual reports to the
Department (34 CFR 75.590).
VII. Agency Contact
For Further Information Contact:
Jennifer Tschantz, U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 4055, Potomac Center Plaza,
Washington, DC 20202–2550.
Telephone: (202) 245–7556.
If you use a telecommunications
device for the deaf (TDD), you may call
the Federal Relay Service (FRS) at 1–
800–877–8339.
Individuals with disabilities may
obtain this document in an alternative
format (e.g., Braille, large print,
audiotape, or computer diskette) on
request by contacting the following
office: The Grants and Contracts
Services Team, U.S. Department of
Education, 400 Maryland Avenue, SW.,
Potomac Center Plaza, Washington, DC
20202–2550. Telephone: (202) 245–
7363.
VIII. Other Information
Electronic Access to This Document:
You may view this document, as well as
all other documents of this Department
published in the Federal Register, in
text or Adobe Portable Document
Format (PDF) on the Internet at the
following site: https://www.ed.gov/news/
fedregister.
To use PDF you must have Adobe
Acrobat Reader, which is available free
at this site. If you have questions about
using PDF, call the U.S. Government
Printing Office (GPO), toll free, at 1–
888–293–6498; or in the Washington,
DC, area at (202) 512–1530.
Note: The official version of this document
is the document published in the Federal
Register. Free Internet access to the official
edition of the Federal Register and the Code
of Federal Regulations is available on GPO
Access at: https://www.gpoaccess.gov/nara/
index.html.
E:\FR\FM\11JAN1.SGM
11JAN1
1744
Federal Register / Vol. 71, No. 7 / Wednesday, January 11, 2006 / Notices
Dated: January 5, 2006.
John H. Hager,
Assistant Secretary for Special Education and
Rehabilitative Services.
[FR Doc. E6–163 Filed 1–10–06;8:45 am]
BILLING CODE 4000–01–P
ENVIRONMENTAL PROTECTION
AGENCY
[OW–FRL–8020–3]
Beaches Environmental Assessment
and Coastal Health Act
AGENCY:
Environmental Protection
rmajette on PROD1PC71 with NOTICES
Agency.
ACTION: Notice of Availability of Grants
for Implementation of Coastal
Recreation Water Monitoring and Public
Notification under the Beaches
Environmental Assessment and Coastal
Health Act.
SUMMARY: The Beaches Environmental
Assessment and Coastal Health
(BEACH) Act, signed into law on
October 10, 2000, amended the Clean
Water Act (CWA), to incorporate
provisions to reduce the risk of illness
to users of the Nation’s recreational
waters. Section 406(b) of the CWA, as
amended by the BEACH Act, authorizes
the U.S. Environmental Protection
Agency (EPA) to award program
development and implementation grants
to eligible States, Territories, Tribes, and
local governments to support
microbiological monitoring of coastal
recreation waters, including the Great
Lakes, that are adjacent to beaches or
similar points of access used by the
public. BEACH Act grants also support
development and implementation of
programs to notify the public of the
potential exposure to disease-causing
microorganisms in coastal recreation
waters. EPA encourages coastal and
Great Lakes States and Territories to
apply for BEACH Act grants for program
implementation (referred to as
implementation grants) to implement
effective and comprehensive coastal
recreation water monitoring and public
notification programs. EPA also
encourages coastal and Great Lakes
Tribes to apply for BEACH Act grants
for program development (referred to as
development grants) to develop effective
and comprehensive coastal recreation
water monitoring and public
notification programs.
DATES: States and Territories must
submit applications on or before April
11, 2006. Eligible Tribes should notify
the relevant Regional BEACH Act grant
coordinator of their interest in applying
on or before March 13, 2006. Upon
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14:20 Jan 10, 2006
Jkt 208001
receipt of a Tribe’s notice of interest,
EPA will establish an appropriate
application deadline.
ADDRESSES: You must send your
application to the appropriate Regional
Grant Coordinator listed in this notice
under SUPPLEMENTARY INFORMATION
section VI.
FOR FURTHER INFORMATION CONTACT: Rich
Healy, 1200 Pennsylvania Ave., NW.,
(4305T), Washington, DC 20460, 202–
566–0405, healy.richard@epa.gov.
SUPPLEMENTARY INFORMATION:
I. Grant Program
What Is the Statutory Authority for
BEACH Act Grants?
The general statutory authority for
BEACH Act grants is section 406(b) of
the Clean Water Act, as amended by the
BEACH Act, Public Law No. 106–284,
114 Stat. 970 (2000). It provides: ‘‘The
Administrator may make grants to States
and local governments to develop and
implement programs for monitoring and
notification for coastal recreation waters
adjacent to beaches or similar points of
access that are used by the public.’’
CWA section 406(b)(2)(A), however,
limits EPA’s ability to award grants only
to those States, Tribes and Territories
that meet certain requirements (see
section II, Funding and Eligibility,
below for information on specific
requirements).
What Activities Are Eligible for Funding
Under the FY 2006 Grants?
In fiscal year 2006, EPA intends to
award grants authorized under CWA
section 406(b) to eligible States and
Territories to support the
implementation of coastal recreation
water monitoring and public
notification programs that are consistent
with EPA’s required performance
criteria for implementation grants. Also
in fiscal year 2006, EPA intends to
award development grants to eligible
Tribes to support the development of
coastal recreation water monitoring and
public notification programs that are
consistent with EPA’s performance
criteria for grants. EPA published the
required performance criteria for grants
in National Beach Guidance and
Required Performance Criteria for
Grants, (EPA–823–B–02–004), on July
19, 2002. A notice of availability of the
document was published in the Federal
Register (67 FR 47540, July 19, 2002).
This document can be found on EPA’s
Web site at https://www.epa.gov/
waterscience/beaches/grants. Copies of
the document may also be obtained by
writing, calling, or e-mailing: Office of
Water Resources Center, U.S.
Environmental Protection Agency, Mail
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Code 4100T, 1200 Pennsylvania
Avenue, NW., Washington, DC 20460.
(Phone: 202–566–1731 or e-mail:
center.water-resource@epa.gov).
II. Funding and Eligibility
Who Is Eligible To Apply for These
Implementation Grants?
Coastal and Great Lake States that
meet the requirements of CWA section
406(b)(2)(A) are eligible for grants in
fiscal year 2006 to implement
monitoring and notification programs.
The definition of the term ‘‘State’’ in
CWA section 502 includes the District
of Columbia, and current U.S.
Territories: the Commonwealth of
Puerto Rico, the Virgin Islands, Guam,
American Samoa, and the
Commonwealth of the Northern Mariana
Islands.
Are Local Governments Eligible for
Funding?
CWA section 406(b)(2)(B) authorizes
EPA to make a grant to a local
government for implementation of a
monitoring and notification program
only if, after the one-year period
beginning on the date of publication of
the performance criteria (July 19, 2002),
EPA determines that the State within
which the local government has
jurisdiction is not implementing a
program that meets the requirements of
CWA section 406(b), which includes a
requirement that the program is
consistent with the performance criteria
in National Beach Guidance and
Required Performance Criteria for
Grants. Local governments may contact
their EPA Regional office for further
information about BEACH Act grants.
How May Tribes Apply for BEACH Act
Development Grants and How Much
Funding Is Available for Tribes?
Section 518(e) of the CWA authorizes
EPA to treat eligible Indian Tribes in the
same manner as States for the purpose
of receiving CWA section 406 grant
funding. For fiscal year 2006, EPA will
make $50,000 available for development
grants to eligible Tribes. In order to be
eligible for a CWA section 406
development grant, a Tribe must have
coastal recreation waters adjacent to
beaches or similar points of access that
are used by the public. The phrase
‘‘coastal recreation waters’’ is defined in
CWA section 502(21) to mean the Great
Lakes and marine coastal waters
(including coastal estuaries) that are
designated under CWA section 303(c)
for use for swimming, bathing, surfing,
or similar water contact activities. The
statute explicitly excludes from the
definition inland waters and waters
E:\FR\FM\11JAN1.SGM
11JAN1
]]>Agencies
[Federal Register Volume 71, Number 7 (Wednesday, January 11, 2006)]
[Notices]
[Pages 1738-1744]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E6-163]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Overview
Information; Technical Assistance and Dissemination To Improve Services
and Results for Children With Disabilities--Technical Assistance Center
on Evidence-Based Practices To Improve Early Literacy and Language
Development of Young Children With Disabilities; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2006
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326B.
Dates: Applications Available: January 13, 2006.
Deadline for Transmittal of Applications: February 27, 2006.
Deadline for Intergovernmental Review: May 31, 2006.
Eligible Applicants: State educational agencies (SEAs), local
educational agencies (LEAs), public charter schools that are LEAs under
State law, institutions of higher education (IHEs), other public
agencies, private nonprofit organizations, outlying areas, freely
associated States, Indian tribes or tribal organizations, and for-
profit organizations.
Estimated Available Funds: The Administration has requested
$49,397,000 for the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program for FY
2006, of which we intend to use an estimated $800,000 for the Technical
Assistance Center on Evidence-Based Practices to Improve Early Literacy
and Language Development of Young Children with Disabilities
competition. The actual level of funding, if any, depends on final
congressional action. However, we are inviting applications to allow
enough time to complete the grant process if Congress appropriates
funds for this program.
Maximum Award: We will reject any application that proposes a
budget exceeding $800,000 for a single budget period of 12 months. The
Assistant Secretary for Special Education and Rehabilitative Services
may change the maximum amount through a notice published in the Federal
Register.
Number of Awards: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: This program promotes academic achievement and
[[Page 1739]]
improves results for children with disabilities by supporting technical
assistance, model demonstration projects, dissemination of useful
information, and implementation activities that are supported by
scientifically based research.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority
is from allowable activities specified in the statute (see sections 663
and 681(d) of the Individuals with Disabilities Education Act (IDEA)).
Absolute Priority: For FY 2005 this priority is an absolute
priority. Under 34 CFR 75.105(c)(3), we consider only applications that
meet this priority.
This priority is:
Technical Assistance Center on Evidence-Based Practices To Improve
Early Literacy and Language Development of Young Children With
Disabilities
Background: The process of developing literacy skills begins in the
early childhood years. A growing body of evidence shows that early
literacy skills, such as phonological processing, print awareness, and
oral language are the foundations to later reading success. The
recognition of the early childhood years as a critical period in
developing the skills needed for later school success has been well
documented in research literature. Several recent Federal initiatives,
including the Early Reading First grants, the Good Start Grow Smart
initiative, and the White House Summit on Early Childhood Cognitive
Development in 2001, have highlighted the need for evidence-based
practices that promote and support the development of school readiness
skills, including early literacy.
In an effort to develop this research base, Federal resources have
been directed to examine the impact different curricula, interventions,
and programs have on young children's readiness skills, including early
literacy and language skills (e.g., Preschool Curriculum Evaluation
Research, Head Start Impact Study, Interagency School Readiness
Consortium, and Evaluation of Early Reading First Grants). Current
efforts are also underway to synthesize and disseminate this knowledge
base (e.g., What Works Clearinghouse review of early childhood
education, National Early Literacy Panel research synthesis, Child Care
and Early Education Research Connections, and Research and Training
Center in Early Childhood Development). The ultimate challenge in
promoting the development of early literacy and language skills in
young children is ensuring the various early care and education
providers and families have access to and can utilize the most up-to-
date research and information.
One group of children particularly at-risk for experiencing later
reading difficulties is young children with developmental delays or
diagnosed disabilities. Traditionally, early intervention and early
childhood special education providers have focused on developmental and
functional goals and have not necessarily addressed early literacy
skills. The growing evidence base on the relationship between early
literacy and later reading skills highlights the importance of working
on early literacy for young children with developmental delays or
diagnosed disabilities. Early literacy skills should be targeted with
the recognition of the integrated nature of young children's
development, within the context of broader early learning and
development.
In an effort to encourage the focus on readiness skills for young
children receiving services under IDEA, the Office of Special Education
Programs (OSEP) developed child outcome indicators for programs under
Part C and Part B that States must report on annually in the State
Performance Plan (SPP) and Annual Performance Report (APR) required
under section 616 of IDEA. These indicators include a focus on early
literacy and language development. Specialized technical assistance
will be needed to ensure early intervention and early childhood special
education and related service providers are equipped with evidence-
based interventions and practices that promote the development of early
literacy and language skills in young children with disabilities.
Priority: The Technical Assistance Center on Evidence-Based
Practice to Improve Early Literacy and Language Development of Young
Children with Disabilities (the Center) is designed to build on the
existing database of evidence-based and promising intervention
practices and to identify, disseminate, and assist in the
implementation of the most successful practices available that improve
the early literacy and language outcomes of young children with
disabilities. For purposes of this priority, young children with
disabilities mean children from birth through age five with
developmental delays and diagnosed disabilities. The Center must
provide the conceptual framework and research base for intervention
practices and a cohesive decision-making model related to implementing
those practices. In carrying out its activities, the Center must take
into consideration the availability of professionals who can coordinate
and deliver an effective and practical approach to technical assistance
(TA) that providers and programs can adopt, TA efforts that support and
enhance the use of evidence-based practices, and TA efforts that
support Federal provisions for delivery of services to infants,
toddlers, and preschool children with disabilities under Part C and
Part B of IDEA.
The Center's knowledge and development activities must include but
are not limited to:
(a) Developing a conceptual framework for the work of the Center
that includes an evidence base for intervention practices that have
been shown to improve early literacy and language outcomes in the
context of broader early learning and development, and a cohesive
decision-making model related to implementing those practices.
(b) Developing a national TA network comprised of a cadre of
experts to provide TA to States in early language and literacy
development for young children with disabilities. In their
applications, applicants must describe the network and identify the
cadre of experts.
(c) In year 1 of the project period, conducting or identifying
research syntheses on interventions that have been shown to improve the
early literacy and language outcomes for young children with
disabilities, and increase the likelihood that they will enter school
ready to succeed and participate in classrooms with their typically
developing peers. To the extent possible, the Center should use
criteria from the What Works Clearinghouse and other rigorous sources
in determining what is ``evidenced-based''. The research syntheses
conducted or identified must at a minimum include research synthesis
on:
(1) Developmentally appropriate interventions for young children
with disabilities that target the critical components of early
literacy, such as phonological processing, print awareness, oral
language, and the motivational aspects of early literacy.
(2) Curricula with a research base for young children that include
a focus on early literacy and language and how these curricula can be
successfully modified, adapted, or individualized for young children
with disabilities. These curricula could primarily target early
literacy and language or be part of an integrated approach focused on
the development of language, early literacy and other pre-academic
skills, social behavior, and social-emotional
[[Page 1740]]
competence necessary for later academic learning and achievement.
(3) The delivery of evidence-based interventions and curricula
targeting early literacy and language in a variety of inclusive and
natural early childhood environments.
(4) The delivery of family-focused interventions targeting early
literacy and language for children receiving services under Part C of
IDEA.
(5) Empirically-based assessment practices, including the use of
valid and reliable curriculum-based assessments and measures (CBA/CBM)
for improving early literacy and language, monitoring individual growth
and progress, data-based decisionmaking, aggregating individual child
data to evaluate program efforts, and coordinating assessments with
State early learning or school readiness standards targeting early
literacy and language.
(6) TA strategies that lead to knowledge utilization, sustainable
changes in practice, and improved outcomes.
The Center's TA and dissemination activities must include but are
not limited to:
(a) Providing general TA and information on evidence-based
interventions and practices that promote the development of early
literacy and language skills for young children with disabilities to
all interested States and other stakeholders. This general TA must
reflect the on-going work of the Center by providing up-to-date
information on practices that enhance early literacy and language
development of young children with disabilities through a variety of TA
and dissemination activities (e.g., Web site; listserv; presentations
at national, regional, or State conferences; conducting national
training institutes, etc.). The Center's training and support must
develop the capacity of service providers to use high quality,
evidence-based interventions and practices in the various settings
where young children with disabilities are served including home,
typical early childhood settings, and early intervention/early
childhood special education settings. For children receiving services
under Part C of IDEA the focus must be on family-focused interventions.
(b) In years 1 and 2 of the project period, identifying and/or
developing and evaluating models that successfully implement evidence-
based or promising practices and interventions that promote the
development of early literacy and language in young children with
disabilities in a minimum of five local communities. Models must be
identified or developed for providers and programs serving young
children with disabilities receiving services under Part C and Part B
of IDEA. Models developed or identified must include sites where
providers and programs serve young children with disabilities in a
variety of settings and sites in various types of communities (rural,
urban, suburban, etc.) serving diverse groups of children. Models must
include the creation and implementation of professional development
plans that enhance early childhood professionals' implementation of
evidence-based and high quality interventions and practices.
Professional development plans must include early intervention and
early childhood special education providers and may include other early
care and education providers serving young children with disabilities,
such as providers in Head Start/Early Head Start, child care, Title I-
funded school-based preschool, and State funded pre-K programs. The
Center should be attentive to factors that facilitate fidelity of
implementation and are necessary to sustain the model.
(c) In years 3, 4, and 5 of the project period, facilitating the
development of State-wide or regional TA networks specifically focused
on increasing the use of evidence-based practices that improve the
early literacy and language outcomes of young children with
disabilities by scaling-up evidence-based models and practices. These
TA networks must include building a system for training and supporting
State-funded or program-funded ``coaches'' who provide TA to regional,
State, and local early intervention and early childhood special
education programs and providers and other early childhood
professionals serving young children with disabilities (such as Head
Start/Early Head Start, child care, Title I-funded school-based
preschool, and State-funded pre-K programs). These TA networks also
must include State and local early childhood program administrators
(Part C and Part B, Section 619 coordinators, child care
administrators, Head Start administrators, Pre-K administrators),
families, early childhood professional development experts (including
community colleges and other IHEs), researchers, early childhood TA
experts, and others. The Center must allocate sufficient resources and
time to develop strong TA networks and must give priority to working
with States most in need. Applicants must describe in their
applications the process and criteria for choosing the States with whom
they will work and should consider child outcome data reported on State
APRs. This selection process must involve consultation with OSEP.
(d) Developing and implementing a plan for involving and
communicating with families in the work of the Center. This plan must
be developed in collaboration with OSEP-funded parent programs,
including representatives from both the Parent Training and Information
Centers and the Community Parent Resource Centers funded by the
Department under sections 671 and 672 of IDEA, and must include
strategies to ensure involvement and communication with diverse and
hard-to-reach families.
The Center also must--
(a) Coordinate the Center's and the TA networks' activities with
existing and future IDEA-funded early intervention and early childhood
special education TA and research centers. The Center must build on the
work of other successful federally funded early childhood projects
where applicable. The Center must coordinate activities with the
National Early Childhood Technical Assistance Center (NECTAC), the
Regional Resource Centers (RRCs), and the Early Childhood Outcomes
(ECO) Center, and build on the work of the Research and Training Center
in Early Childhood Development;
(b) Coordinate the Center's and the TA networks' activities with
other national, regional, State, and local early childhood training and
TA efforts, including but not limited to such efforts targeting Head
Start/Early Head Start, child care, Title I school-based preschool
programs, and State-funded pre-K programs;
(c) Establish, maintain, and meet at least annually with a national
advisory group that includes families, early intervention and early
childhood special education providers, early literacy experts, national
early childhood organizations, and community members involved with
young children with disabilities. The national advisory group will be
responsible for providing annual feedback on the plans, activities, and
accomplishments of the Center;
(d) Evaluate the Center's and TA networks' activities. The Center
must measure the impact of TA activities on early childhood
professionals and families. Specifically, the Center must document what
practitioners and families learn and how TA affected their interactions
with young children with disabilities;
(e) Maintain a Web site that is available to early childhood
professionals and families and includes all TA materials prepared by
the Center in a format that meets a government or
[[Page 1741]]
industry-recognized standard for accessibility; and
(f) Maintain on-going communication with the OSEP project officer,
including monthly conference calls. Budget for a three-day Project
Directors' meeting in Washington, DC during each year of the project
plus additional two-day trips annually to Washington, DC to attend
additional national meetings and to meet and collaborate with the OSEP
Project Officer and other funded projects for purposes of cross-project
collaboration and information exchange.
Fourth and Fifth Years of the Project: In deciding whether to
continue funding the Center for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a), and in
addition--
(a) The recommendation of a review team consisting of experts
selected by the Secretary, which review will be conducted during the
last half of the project's second year in Washington, DC. Projects must
budget for travel expenses associated with this one-day intensive
review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) The degree to which the project promotes best practices in the
area of services to young children with disabilities.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553), the Department generally offers interested
parties the opportunity to comment on a proposed priority. However,
section 681(d) of IDEA makes the public comment requirements under the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1463 and 1481(d).
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 84, 85, 86, 97, 98, and 99.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: The Administration has requested
$49,397,000 for the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program for FY
2006, of which we intend to use an estimated $800,000 for the Technical
Assistance Center on Evidence-Based Practices to Improve Early Literacy
and Language Development of Young Children with Disabilities
competition. The actual level of funding, if any, depends on final
congressional action. However, we are inviting applications to allow
enough time to complete the grant process if Congress appropriates
funds for this program.
Maximum Award: We will reject any application that proposes a
budget exceeding $800,000 for a single budget period of 12 months. The
Assistant Secretary for Special Education and Rehabilitative Services
may change the maximum amount through a notice published in the Federal
Register.
Number of Awards: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs, LEAs, public charter schools that are
LEAs under State law, IHEs, other public agencies, private nonprofit
organizations, outlying areas, freely associated States, Indian tribes
or tribal organizations, and for-profit organizations.
2. Cost Sharing or Matching: This competition does not involve cost
sharing or matching.
3. Other: General Requirements--(a) The projects funded under this
competition must make positive efforts to employ and advance in
employment qualified individuals with disabilities (see section 606 of
IDEA).
(b) Applicants and grant recipients funded under this competition
must involve individuals with disabilities or parents of individuals
with disabilities ages birth through 26 in planning, implementing, and
evaluating the projects (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address to Request Application Package: Education Publications
Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Telephone (toll
free): 1-877-433-7827. FAX: (301) 470-1244. If you use a
telecommunications device for the deaf (TDD), you may call (toll free):
1-877-576-7734.
You may also contact ED Pubs at its Web site: https://www.ed.gov/
pubs/edpubs.html or you may contact ED Pubs at its e-mail address:
edpubs@inet.ed.gov.
If you request an application from ED Pubs, be sure to identify
this competition as follows: CFDA Number 84.326B.
Individuals with disabilities may obtain a copy of the application
package in an alternative format (e.g., Braille, large print,
audiotape, or computer diskette) by contacting the Grants and Contracts
Services Team listed under For Further Information Contact in section
VII of this notice.
2. Content and Form of Application Submission: Requirements
concerning the content of an application, together with the forms you
must submit, are in the application package for this competition. Page
Limit: The application narrative (Part III of the application) is where
you, the applicant, address the selection criteria that reviewers use
to evaluate your application. You must limit Part III to the equivalent
of no more than 70 pages, using the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; the one-page abstract, the
resumes, the bibliography, the references, or the letters of support.
However, you must include all of the application narrative in Part III.
We will reject your application if--
You apply these standards and exceed the page limit; or
You apply other standards and exceed the equivalent of the
page limit.
3. Submission Dates and Times:
Applications Available: January 13, 2006.
Deadline for Transmittal of Applications: February 27, 2006.
Applications for grants under this competition may be submitted
electronically using the Grants.gov Apply site (Grants.gov), or in
paper format by mail or hand delivery. For information (including dates
and times) about how to submit your application electronically, or by
mail or hand delivery, please refer to section IV. 6. Other Submission
Requirements in this notice.
[[Page 1742]]
We do not consider an application that does not comply with the
deadline requirements.
Deadline for Intergovernmental Review: May 31, 2006.
4. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this competition.
5. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
6. Other Submission Requirements: Applications for grants under
this competition may be submitted electronically or in paper format by
mail or hand delivery.
a. Electronic Submission of Applications. We have been accepting
applications electronically through the Department's e-Application
system since FY 2000. In order to expand on those efforts and comply
with the President's Management Agenda, we are continuing to
participate as a partner in the new government wide Grants.gov Apply
site in FY 2006. The Technical Assistance Center on Evidence-Based
Practices to Improve Early Literacy and Language Development of Young
Children with Disabilities-CFDA Number 84.326B is one of the
competitions included in this project. We request your participation in
Grants.gov.
If you choose to submit your application electronically, you must
use the Grants.gov Apply site at https://www.Grants.gov. Through this
site, you will be able to download a copy of the application package,
complete it offline, and then upload and submit your application. You
may not e-mail an electronic copy of a grant application to us.
You may access the electronic grant application for The Technical
Assistance Center on Evidence-Based Practices to Improve Early Literacy
and Language Development of Young Children with Disabilities at: http:/
/www.grants.gov. You must search for the downloadable application
package for this program by the CFDA number. Do not include the CFDA
number's alpha suffix in your search.
Please note the following:
Your participation in Grants.gov is voluntary.
When you enter the Grants.gov site, you will find
information about submitting an application electronically through the
site, as well as the hours of operation.
Applications received by Grants.gov are time and date
stamped. Your application must be fully uploaded and submitted, and
must be date/time stamped by the Grants.gov system no later than 4:30
p.m., Washington, DC time, on the application deadline date. Except as
otherwise noted in this section, we will not consider your application
if it is date/time stamped by the Grants.gov system later than 4:30
p.m., Washington, DC time, on the application deadline date. When we
retrieve your application from Grants.gov, we will notify you if we are
rejecting your application because it was date/time stamped by the
Grants.gov system after 4:30 p.m., Washington, DC time, on the
application deadline date.
The amount of time it can take to upload an application
will vary depending on a variety of factors including the size of the
application and the speed of your Internet connection. Therefore, we
strongly recommend that you do not wait until the application deadline
date to begin the application process through Grants.gov.
You should review and follow the Education Submission
Procedures for submitting an application through Grants.gov that are
included in the application package for this competition to ensure that
you submit your application in a timely manner to the Grants.gov
system. You can also find the Education Submission Procedures
pertaining to Grants.gov at https://e-Grants.ed.gov/help/
GrantsgovSubmissionProcedures.pdf.
To submit your application via Grants.gov, you must
complete all of the steps in the Grants.gov registration process (see
https://www.Grants.gov/GetStarted). These steps include (1) registering
your organization, (2) registering yourself as an Authorized
Organization Representative (AOR), and (3) getting authorized as an AOR
by your organization. Details on these steps are outlined in the
Grants.gov 3-Step Registration Guide (see https://www.grants.gov/assets/
GrantsgovCoBrandBrochure8X11.pdf). You also must provide on your
application the same D-U-N-S Number used with this registration. Please
note that the registration process may take five or more business days
to complete, and you must have completed all registration steps to
allow you to successfully submit an application via Grants.gov.
You will not receive additional point value because you
submit your application in electronic format, nor will we penalize you
if you submit your application in paper format.
You may submit all documents electronically, including all
information typically included on the Application for Federal Education
Assistance (ED 424), Budget Information--Non-Construction Programs (ED
524), and all necessary assurances and certifications. If you choose to
submit your application electronically, you must attach any narrative
sections of your application as files in a .DOC (document), .RTF (rich
text), or .PDF (Portable Document) format. If you upload a file type
other than the three file types specified above or submit a password
protected file, we will not review that material.
Your electronic application must comply with any page
limit requirements described in this notice.
After you electronically submit your application, you will
receive an automatic acknowledgment from Grants.gov that contains a
Grants.gov tracking number. The Department will retrieve your
application from Grants.gov and send you a second confirmation by e-
mail that will include a PR/Award number (an ED-specified identifying
number unique to your application).
We may request that you provide us original signatures on
forms at a later date.
Application Deadline Date Extension in Case of System Unavailability
If you are prevented from electronically submitting your
application on the application deadline date because of technical
problems with the Grants.gov system, we will grant you an extension
until 4:30 p.m., Washington, DC time, the following business day to
enable you to transmit your application electronically, or by hand
delivery. You also may mail your application by following the mailing
instructions as described elsewhere in this notice. If you submit an
application after 4:30 p.m., Washington, DC time, on the deadline date,
please contact the person listed elsewhere in this notice under For
Further Information Contact, and provide an explanation of the
technical problem you experienced with Grants.gov, along with the
Grants.gov Support Desk Case Number (if available). We will accept your
application if we can confirm that a technical problem occurred with
the Grants.gov system and that that problem affected your ability to
submit your application by 4:30 p.m., Washington, DC time, on the
application deadline date. The Department will contact you after a
determination is made on whether your application will be accepted.
[[Page 1743]]
Note: Extensions referred to in this section apply only to the
unavailability of or technical problems with the Grants.gov system.
We will not grant you an extension if you failed to fully register
to submit your application to Grants.gov before the deadline date
and time or if the technical problem you experienced is unrelated to
the Grants.gov system.
b. Submission of Paper Applications by Mail. If you submit your
application in paper format by mail (through the U.S. Postal Service or
a commercial carrier), you must mail the original and two copies of
your application, on or before the application deadline date, to the
Department at the applicable following address:
By mail through the U.S. Postal Service: U.S. Department of
Education, Application Control Center, Attention: (CFDA Number
84.326B),400 Maryland Avenue, SW., Washington, DC 20202-4260;
or
By mail through a commercial carrier: U.S. Department of Education,
Application Control Center--Stop 4260, Attention: (CFDA Number
84.326B), 7100 Old Landover Road, Landover, MD 20785-1506.
Regardless of which address you use, you must show proof of mailing
consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark,
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service,
(3) A dated shipping label, invoice, or receipt from a commercial
carrier, or
(4) Any other proof of mailing acceptable to the Secretary of the
U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do
not accept either of the following as proof of mailing:
(1) A private metered postmark, or
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline
date, we will not consider your application.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
c. Submission of Paper Applications by Hand Delivery. If you submit
your application in paper format by hand delivery, you (or a courier
service) must deliver the original and two copies of your application
by hand, on or before the application deadline date, to the Department
at the following address: U.S. Department of Education, Application
Control Center, Attention: (CFDA Number 84.326B), 550 12th Street, SW.,
Room 7041, Potomac Center Plaza, Washington, DC 20202-4260.
The Application Control Center accepts hand deliveries daily
between 8 a.m. and 4:30 p.m., Washington, DC time, except Saturdays,
Sundays and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications: If you
mail or hand deliver your application to the Department:
(1) You must indicate on the envelope and--if not provided by
the Department--in Item 4 of ED 424 the CFDA number--and suffix
letter, if any--of the competition under which you are submitting
your application.
(2) The Application Control Center will mail a grant application
receipt acknowledgment to you. If you do not receive the grant
application receipt acknowledgment within 15 business days from the
application deadline date, you should call the U.S. Department of
Education Application Control Center at (202) 245-6288.
V. Application Review Information
Selection Criteria: The selection criteria for this competition are
from 34 CFR 75.210 and are listed in the application package.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN). We may also notify you informally.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Reporting: At the end of your project period, you must submit a
final performance report, including financial information, as directed
by the Secretary. If you receive a multi-year award, you must submit an
annual performance report that provides the most current performance
and financial expenditure information as specified by the Secretary in
34 CFR 75.118.
4. Performance Measures: Under the Government Performance and
Results Act (GPRA), the Department has developed measures that will
yield information on various aspects of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program. These measures focus on: the extent to which
projects provide high quality products and services, the relevance of
project products and services to educational and early intervention
policy and practice, and the use of products and services to improve
educational and early intervention policy and practice.
We will notify grantees if they will be required to provide any
information related to these measures.
Grantees will also be required to report information on their
projects' performance in annual reports to the Department (34 CFR
75.590).
VII. Agency Contact
For Further Information Contact: Jennifer Tschantz, U.S. Department
of Education, 400 Maryland Avenue, SW., room 4055, Potomac Center
Plaza, Washington, DC 20202-2550. Telephone: (202) 245-7556.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Relay Service (FRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request by contacting the following office: The Grants and
Contracts Services Team, U.S. Department of Education, 400 Maryland
Avenue, SW., Potomac Center Plaza, Washington, DC 20202-2550.
Telephone: (202) 245-7363.
VIII. Other Information
Electronic Access to This Document: You may view this document, as
well as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF) on the
Internet at the following site: https://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: https://www.gpoaccess.gov/
nara/.
[[Page 1744]]
Dated: January 5, 2006.
John H. Hager,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. E6-163 Filed 1-10-06;8:45 am]
BILLING CODE 4000-01-P
